A critique of Mody, Studdert-Kennedy, and Brady's "speech perception deficits in poor readers: Auditory processing or phonological coding?"

Journal of Learning Disabilities

Volumn 32, Issue 5, 1999, Pages 379-383

  Denenberg, Victor H ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; DYSLEXIA; HUMAN; LANGUAGE TEST; PATHOPHYSIOLOGY; PERCEPTION DEAFNESS; PHONETICS; PHYSIOLOGY; SPEECH AUDIOMETRY; SPEECH PERCEPTION;

AUDITORY PERCEPTUAL DISORDERS; CHILD; DYSLEXIA; HUMANS; LANGUAGE TESTS; PHONETICS; SPEECH DISCRIMINATION TESTS; SPEECH PERCEPTION;

EID: 0033459697     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (11)

1. Brady, S., Scarborough, H., & Shankweiler, D. (1996). A perspective on two recent research reports. Perspectives (Proceedings of the Orton Dyslexia Society), pp. 5-8.
2. Cohen, J. (1969) Statistical power analysis for the behavioral sciences. New York: Academic Press.
3. Denenberg, V. H. (1976). Statistics and experimental design for behavioral and biological researchers. New York: John Wiley.
4. Kraemer, H. C., & Thiemannn, S. (1987). How many subjects? Statistical power analysis in research. Beverly Hills, CA: Sage.
5. Merzerich, M. M., Jenkins, W. M., Johnson, P., Scheiner, C., Miller, S.L., & Tallal, P. (1996). Temporal processing deficits in language-learning impaired children ameliorated by training. Science, 271, 77-81.
6. Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231.
7. Stark, R. E., & Tallal, P. (1998). Language, speech, and reading disorders in children: Neurological disorders. Boston: Little-Brown.
8. Studdert-Kennedy, M. (1997, February). Deficits in phoneme awareness do not arise from failures in rapid auditory processing. Paper presented at the International Symposium on Basic Neural Mechanisms in Cognition and Language with Special Reference to Phonological Problems in Dyslexia, Stockholm, Sweden.
9. Studdert-Kennedy, M., Liberman, A. M., Brady, S. A., Fowler, A. E., Mody, M., & Shankweiler, D. P. (1994-1995). Lengthened formant transitions are irrelevant to the improvement of speech and language impairments. Haskins Laboratories Status Report on Speech Research, SR-119/120, 35-38.
10. Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M., & Merzerich, M. M. (1996). Language comprehension in language-learning impaired childen improved with acoustically modified speech. Science, 271, 81-84.
11. Woodcock, R. W. (1987). Woodcock reading mastery tests-revised. Circle Pines, MN: American Guidance Services.